An Analysis student' error in english writing at the 9th year students of SMP Islam Al-Ikhlas Cipete, Jakarta Selatan

AN ANALYSIS ON STUDENTS’ ERROR IN ENGLISH

WRITING

AT THE 9

th

YEAR STUDENTS OF SMP ISLAM AL IKHLAS

CIPETE, JAKARTA SELATAN

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirement

for the Degree of S. Pd in English Language Education

By:

DIAJENG AYU KUSUMAWATI NIM: 204014003204

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

AN ANALYSIS ON STUDENTS’ ERROR IN ENGLISH

WRITING

AT THE 9

th

YEAR STUDENTS OF SMP ISLAM AL IKHLAS

CIPETE, JAKARTA SELATAN

A “Skripsi”

Presented for the Faculty of Tarbiyah and Teachers’ Training In Partial Fulfillment of the Requirements

for the degree of in English Language Education

by

DIAJENG AYU KUSUMAWATI

NIM: 204014003204

Approved by the Advisor

Dr. Didik Santoso, MPd. NIP: 150 041 070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the ‘Skripsi’ (Scientific Paper) entitled AN ANALYSIS ON STUDENTS’ ERROR IN ENGLISH WRITING written by Diajeng Ayu Kusumawati, student’s registration number 204014003204 was examined by the Committee on June 30, 2009 and was declare to have passed and therefore, fulfilled one of the requirements for the academic title of Bachelor of Arts in English Language Education at the Department of English Education.

Jakarta July 6, 2009

Examination Committee

CHAIRMAN : Drs. Syauki, M.Pd (_________________)

NIP.19641212 1991 03 1 002

SECRETARY : Neneng Sunengsih, S.Pd (_________________) NIP.150.293.236

EXAMINER I : Drs. Syauki, M.Pd (_________________)

NIP.19641212 1991 03 1 002

EXAMINER II : Dra. Hidayati, M.Pd (_________________) NIP.19601027 1987 03 2 003

Acknowledged By

Dean of Tarbiyah and Teachers’ Training

Prof. Dr. Dede Rosyada, M.A NIP. 19571005 1987 03 1 003

ABSTRACT

AYU, DIAJENG KUSUMAWATI. 2009. An Analysis on Students’ Error in English Writing at the 9th Year Students of SMP Al-Ikhlas Cipete, Jakarta Selatan, Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah Jakarta. Advisor: Dr. Didik Santoso, M.Pd

This study is aimed at analyzing the students’ error in English writing, it consist of (1) the kind of lexical errors are commonly made by the students, (2) the kind of grammatical errors are commonly made by the students

This purpose of the research are, (1) to investigate lexical errors that commonly made by the third year students of SMP Al-Ikhlas Cipete in writing, (2) to investigate what kind of grammatical errors are commonly made by the students of 9th grade of SMP Al- Ikhlas Cipete. Moreover, this research using descriptive qualitative design.

The findings of the research stated that the error of tenses (verb tense) are the most frequent of errors in which the ninth grade students at SMP Islam Al- Ikhlas Cipete committed with 163 items of errors. Moreover, it followed by errors of word choice with 56 items of errors, error of spelling are 46 items, error of add a word are 41 item, then, error in capitalization 41 items, followed by error in omit a word 33 items, word order are 17 items, error in plural-singular 11 items, in punctuation 7 items of error, error in word form 3 item, the last is zero in article, incomplete sentence, meaning not clear and run-on sentence.

Based on the findings above, it can be suggested that, (1) the students should keep practice because its means a lot, try to write your own diary to develop your writing skill (concerning in process), (2) the teachers are should do re-teaching about tenses as the most failure which students mostly did in their writing, (3) the teacher should give more practice in all writing and also explain the strategy to master them.

ABSTRAK

AYU, DIAJENG KUSUMAWATI. 2009. Analisa Kesalahan Siswa dalam Penulisan Bahasa Inggris pada Tingkat 9 SMP Al Ikhlas Cipete, Jakarta Selatan. Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta.

Pembimbing : Dr. Didik Santoso, M.Pd

Penelitian ini bertujuan untuk menganalisa kesalahan peserta didik dalam menulis bahasa Inggris yang terdiri dari 1) Kesalahan secara leksikal yang dibuat murid, 2) kesalahan gramatikal yang dibuat murid dalam penulisan bahasa Inggris.

Tujuan dari penelitian ini adalah 1) meneliti kesalahan leksikal yang sering di buat oleh siswa tingkat 9 SMP Islam Al Ikhlas Cipete, 2) meneliti kesalahan gramatikal yang sering di buat oleh siswa tingkat 9 SMP Islam Al Ikhlas Cipete. Penelitian ini meggunakan metode kualitatif deskriptif.

Dalam penelitian ini ditemukan bahwa tata bahasa adalah area yang paling banyak yang terjadi dalam penulisan bahasa Inggris SMP Islam Al Ikhlas Cipete dengan 163 kesalahan, diikuti oleh 56 kesalahan dalam pemilihan kata, 46 kesalahan dalam ejeen, 41 kesalahan dalam penambahan kata, 41 kesalahan dalam kapitalisasi, kemudian 33 kesalahan dalam pengurangan kata, 17 kesalahan dalam pemilihan kata, kesalahan dalam penggunaan kata benda jamak dan tunggal sebanyak 11 kesalahan, kesalahan pada tanda baca sebanyak 7 kesalahan, kesalahan dalam penggunaan bentuk kata sebanyak 3 kesalahan, dan tearkhir dalam penggunaan artikel, kalimat yang tidak sempurna, arti kalimat yang tidak jelas dan run-on sentence kesalahan tidak ditemukan.

Berdasarkan hasil penelitian diatas, dapat disarankan bahwa : 1) Siswa harus lebih banyak berlatih menulis untuk mengembangkan kemampuan siswa. 2) Guru mampu melakukan pengajaran berulang tentang tata bahasa yang sering kali menjadi kesalahan yang dilakukan siswa dalam menulis. 3) Guru mampu memberikan latihan - latihan menulis dan menjelaskan strategi untuk menguasainya

ACKNOWLEDGEMENT

In the name of Allah the most gracious and the most merciful. All praises be to Allah the lord of the worlds. Peace and blessing be upon to our prophet Muhammad SAW, his family, his companion, and his followers.

First of all, the writer would like to express her great honor to Dr. Didik Santoso, M.Pd as the advisor who has guided her in writing this “skripsi”. Her beloved mother (Yuliatun), father (Kusmin), sister (Utami Dewi Kusumaningsih), brothers ( Unggul &Tito), Ustadz RAM who have supported her so much. May Allah bless all of you.

Her Gratitude also goes to :

1. All lectures of English Education Department who has educated her during her study at UIN Jakarta.

2. Drs. Syauki, M.Pd., as the Head of English Education Department.

3. Prof. Dr. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and Teachers’ Training.

4. Drs. Prasetyo., as the principal of SMP AL Ikhlas Cipete who has allowed her to do the research in his school.

5. All of the teachers and staff administration of SMP AL Ikhlas Cipete and SMK YANUSA, Pondok Pinang.

6. Her friends such as De Zifa, Ikah, Syifa, Santi and the others who have given the spirit. Friendship will never end.

7. Ka Ozzy, Neneng, Dwi, Bang Ade, Mba Rini who have given the support. Thank you for the togetherness in tears, fun and happiness.

And finally the writer realizes that this skripsi is not perfect yet. Therefore, the writer would like to accept some suggestion to make this skripsi better.

Jakarta, July 2009

TABLE OF CONTENTS

ABSTRACT... i

ACKNOWLEDGEMENT... ii

TABLE OF CONTENS ... iii

LIST OF TABLE... v

CHAPTER I Introduction A. Background of the Study ... 1

B. Identification of the Problem ... 3

C. Limitation of the Problem ... 3

D. Formulation of the Problems ... 3

E. Objectives of the Study ... 3

F. Significance of the problem ... 4

CHAPTER II Theoretical Framework A._...Error Analysis ... 5

B...Engli sh Writing ... 15

CHAPTER III Research Methodology A._...Rese arch Design ... 22

B...Time and Location of Research ... 22

C._...Subje ct of the research ... 22

D._...Instru ment of research ... 23

E._...Tech nique of data collecting ... 23

F._...Tech nique of data Analysis ... 23

CHAPTER IV Research Findings

A._...Findi ngs ... 25 B._...Inter pretation of the Data ... 50 C._...Discu

ssion ... 59

CHAPTER V Conclusion and Suggestion

A._...Conc lusion ... 60 B._...Sugg estion ... 61

BIBLIOGRAPHY... 62 APPENDIX... 64

LIST OF TABLES

Table 2.1 Three Ways Classification of Errors...8

Table 2.2 Differences in spelling between British English and American English ...18

Table 2.3 Summary of Punctuation Marks...20

Table 4.1 Errors of student 1...25

Table 4.2 Errors of student 2...26

Table 4.3 Errors of student 3...27

Table 4.4 Errors of student 4 ...28

Table 4.5 Errors of student 5 ...28

Table 4.6 Errors of student 6 ...29

Table 4.7 Errors of student 7 ...29

Table 4.8 Errors of student 8 ...30

Table 4.9 Errors of student 9 ...32

Table 4.10 Errors of student 10 ...32

Table 4.11 Errors of student 11 ...34

Table 4.12 Errors of student 12 ...34

Table 4.13 Errors of student 13 ...36

Table 4.14 Errors of student 14 ...37

Table 4.15 Errors of student 15 ...37

Table 4.16 Errors of student 16 ...38

Table 4.17 Errors of student 17 ...39

Table 4.18 Errors of student 18 ...40

Table 4.19 Errors of student 19 ...41

Table 4.20 Errors of student 20 ...42

Table 4.21 Errors of student 21 ...43

Table 4.22 Errors of student 22 ...44

Table 4.23 Errors of student 23 ...44

Table 4.24 Errors of student 24 ...45

Table 4.25 Errors of student 25 ...46

Table 4.26 Errors of student 26 ...47

Table 4.27 Errors of student 27 ...48

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, identification of the problem, limitation of the problem, formulation of the problem, objectives of the study, and significance of the problem.

A. Background of the Study

English has been the most important foreign language in Indonesia. Instead of other foreign languages that have been taught in Indonesia, English has been the most popular choice. Moreover, it has a significant role in the various fields, especially in technology, communication, politics, economy, education, health, etc.

Furthermore, English has been an important language in our life, it has important role. English is compulsory subject for students of junior high school until university level. Therefore, students should be able to master English at least in four skill areas; Listening, Speaking, Reading Writing, by mastering those four skills, English can be a means to develop the students’ knowledge, technology, and culture.

Writing is as one of the basic skills which has a vital part in language teaching and students’ achievement. The focus of writing is started to arrange the simple sentence which is connected with conjunction to set the coherent idea from the sentence to another. Those sentences are arranged logically to be united and cohesive.

The study of a good basic writing can be measured from the structure or grammar of student. The result of writing is determined with the number of frequency of writing exercises. If the frequency of writing exercise is frequently carried out, certainly the student’s writing skill will be excellent. If writing exercise is rare, writing skill will not be developed yet.

Writing knowledge and exercise in Junior High School students must be evaluated as early as possible to know whether their writing is structurally and

grammatically accepted or not. The research is intended to give the teacher input how to teach a good writing. The students are object of the research and teachers are as the facilitator in teaching learning process.

The knowledge of grammar is very important to express what we would to say and interpret correctly, not only the basic meaning that someone said but also to force the utterance of piece of writing. Grammar keeps important role in writing. However, the students’ ability in writing is still low. This can be proved that they still make mistakes and errors in writing English such as using appropriate structure, plural-singular and other.

Therefore, the writer is interested in identifying some students’ errors in English writing by analyzing students composition of writing, so the writer will identify, describe and explain what kind of errors are commonly made by the students in English writing.

According to Corder (1967:167) in Brown stated that ”A learner’s errors ….. are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.”1

Based on the background of study above, the writer is interested in analyzing the grammatical error in writing which focuses on several areas, Lexical error and grammatical error. whereas the title of this “skripsi” is “AN ANALYSIS ON STUDENTS’ ERROR IN ENGLISH WRITING AT THE 9th YEAR STUDENTS OF SMP ISLAM AL-IKHLAS CIPETE, JAKARTA SELATAN”.

1

H. Douglas Brown, Principle of Language and Teaching, ( San Francisco : Prentice

B. Identification of the Problem

Referring to background of problem above, there are many problems that can be identified among others: 1) the difficulties in arranging united and cohesive sentences 2) using appropriate structure 3) choosing words and conjunctions to make a coherent sentence and etc., therefore, the writer would like to limit only on lexical and grammatical errors, the writer would like to analyze them as follows: a) What kind of mistakes do the students have?, b) How many mistakes do they have?, c) How to change all the mistakes into the right one?

C. Limitation of the Problem

To avoid misunderstanding and clarify the problems, it is important to set some limitation of the problems. The writer will limit the problem of the discussion on the analysis of the students’ errors in writing consist of lexical errors and grammatical errors. Lexical errors consist of word form and the use of singular and plural noun.

D.Formulation of the Problem

Based on the background of the study describe above, the writer is interested in analyzing the error made by the students. The writer would like to formulate the problem as follow:

1.What kind of lexical errors are commonly made by the students? 2.What kind of grammatical errors are commonly made by the students?

E. The objective of the study in this research are:

Inline with formulation of the problem stated above, the objectives of this study are as follow :

1. To investigate lexical errors that commonly made by the ninth year students of SMP Islam Al-Ikhlas Cipete in their English writing.

2. To investigate grammatical errors that commonly made by the ninth year students of SMP Islam Al-Ikhlas Cipete in their English writing.

E.Significance of the Problem

The significances of this research are classified into : a) theory and b) practical 1. Theory

To give information about error analysis that always happen in students’ English writing, also as enrichment for teacher to adopt the concept and theory.

2. Practical (students, teacher, headmaster)

To deliver useful information for teacher and other researchers who are interested in analyzing error in writing, in order to lead them to further research on the same field of study in different aspect. Moreover, students are able to write correctly and aware with their previous failure.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses about the theoretical framework which is consist of: Error analysis and English Writing

A. ERROR ANALYSIS

Learning a foreign language is different from learning one’s mother tongue. Therefore, learners in the teaching learning process often made errors and it is not only inevitable but also a necessary part of the language learning process. As the learner of a foreign language, errors can’t be avoided even the most intelligent, conscientious and motivated students do some errors and sometimes the native speakers also. The errors made by students indicated that they are in the process of learning.

What is error? Dullay stated error as “The flawed side of learner speech of writing. They are those part of conversation or composition that deviate from some selected norm of mature language performance”2. H. Douglas Brown defines error as “a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner.”3 It means that an error that reveals a portion of the learners’ competence.

Errors give the important proof for the process of language learning and also information for the teachers about the students’ ability. S.P Corder says:

“A learner’s error, then, provided evidence of the system of the language that he is using (i.e. has learnt) at a particular point in the course (and it must be repeated that he is using some system, although it is not yet the right system).”4

2

Heidy Dulay,et al, language Two(New york: Oxford University Press, p.138

3

Douglas Brown, Principle of Language Learning and Teaching (New Jersey:

Prentice hall, Inc,1987) p. 205. 4

S.P Corder, Error Analysis and Interlanguage, (New York: Oxford University

Errors made by the students do not mean a failure or in adequacy but they can be viewed as important evidence of strategies or procedure employed by the learner in learning a second language. They are also significant to the teacher and the learner himself. As S.Pit Corder stated in Ellis:

“ They are (errors) significant in three ways : (1) they provide the teacher with information about how much the learner had learnt; (2) they provide the researcher with evidence of how language was learnt; and (3) They served as device by which the learner discovered the rules of the target language”5.

From the statements above it can be seen that error is common and natural thing made by the student in leaning foreign language process.

Error analysis is part of the methodology of psycholinguistic investigation of language learning6. Thus, Error analysis is significant in developing student’s competence. Moreover Brown wrote: the fact that learners do make errors, and that these error can be observed, analyzed, and classified to reveal something of the system operation within the learner, led to a surge of study of learner’s errors, called error analysis7.

Corder, who has contributed enormously to EA, writes thus:

"The study of error is part of the investigation of the process of language learning. In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as to the learning process." (Corder, 1974: 125)

Based on the definitions previously, it can be concluded that error analysis is an investigation methodology in language learning for analyzing, observing, and classifying learner’s error to give us indication in learning process.

Every learner has a different type of making errors, but the most common errors that the learner made are:

5

Rod Ellis, The Study of Language Acquisition, ( New York : Oxford University Press,

1994), p. 48 6

S.P Corder, Error Analysis and Interlanguage, (New York: Oxford University Press,

1981,p.45 7

Brown, Principle of Language Learning and Teaching (New Jersey: Prentice hall,

a. Omitting grammatical morphemes, which are items that do not contribute much to the meaning of sentences as in He hit car. b. Double marking a semantic feature (e.g past tense) when only one

marker is required, as in she didn’t went back. c. Regularizingrules, as in womans for women.

d. Using archforms - one from in place of several- such as the use of her for both she and her, as in I see her yesterday. Her dance with my brother.

e. Using two or more forms in random alternation even though the language requires the use of each only under certain conditions, as in random use of he and she regardless of the gender of the person of interest.

f. Misordering items in constructions that require a reversal of word-order rules that had been previously acquired, as in What you are doing?, or misplacing items that may be correctly placed in more than one placed in the sentence, as in they are all the time late.8

Meanwhile, S. Pit Corder proposed a three-way classification of errors, based on the students’ ability to correct the errors and to explain them, they are:

1. The post-systematic errors, that is, those mistakes that the students are able to correct and explain when the attention is drawn to them

2. The systematic errors, that is, those mistakes that the students cannot immediately correct but for which they can provide the explanation once the problem is point out.

3. The pre-systematic error, that is, those that the students cannot correct event explain9

From Corder’s three-way classification of errors above, it can be included that the post systematic errors are less serious pedagogically than the systematic errors. And post-systematic and systematic errors are present less of pedagogical problem than the pre-systematic errors. It is presented below:

8

Heidy Dulay,et al, language Two (New york: Oxford University Press p.138-139

9

Rebecca M. Valette, Modern Language Testing(2nd edition),(Boston: Harcourt Brace

Table 2.1

Three Ways Classification of Errors10

Error type Correction Possible Explanation Possible

pre-systematic error No No

systematic errors No Yes

post-systematic errors Yes Yes

Betty Azar classify the errors in writing into 13 errors, there are:

1. SINGULAR-PLURAL He have been here for six month.

He has been here for six month.

2. WORD FORM I saw a beauty picture.

I saw a beautiful picture.

3. WORD CHOICE She got on the taxi.

She got into the taxi.

4. VERB TENSE He is here since June.

He has been here since June.

5. + ADD A WORD I want ∧ go to the zoo.

I want to go to the zoo.

– OMIT A WORD She entered to the university.

She entered the university.

6. WORD ORDER I saw five times that movie..

I saw that movie five times.

7. INCOMPLETE SENTENCE I went to bed. Because I was tired. I went to bed because I was tired.

8. SPELLING An accident occured.

An accident occurred.

9. PUNCTUATION What did he say

What did he say?

10. CAPITALIZATION I am studying english.

I am studying English.

10

11. ARTICLE I had a accident.

I had an accident

12. MEANING NOT CLEAR He borrowed some smoke.

( ? ? ?)

13. RUN-ON SENTENCE My roommate was sleeping, we

didn’t want to wake up her

My roommate was sleeping. We didn’t want to wake up her11

In error analysis, there are some steps that the researchers must follow. Those are:

a. Collection of data (either from a ‘free’ composition by students on a given theme or from examination answers).

b. Identification of errors (labeling, with varying degrees of precision depending on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation, e.g. Dangling preposition, anomalous sequence of tenses, etc).

c. Classification into error types (e.g. Errors of agreement, articles, verb forms, etc.

d. Statement of relative frequency of error types.

e. Identification of the areas of difficulty in the target language. f. Therapy (remedial drills, lesson, etc).

In this study, the writer just identify the errors and then For the sake identification up to point e are needed. 12

Corder (1974) suggests the following steps in Error Analysis research : 1.Collection of a sample of learner language

2.Identification of errors 3.Description of errors 4.Explanation of errors 5.Evaluation of errors

11

Betty Schramfer Azar, Understanding and Using English Grammar, (Prentice-Hall

inc) 1989, p. A29-A30 12

Sn. Sridhar in Jacek Fisiak, Contrastive Linguistic and the Language Teacher, (Oxford

Meanwhile, Gass and Selinker stated that a great deal of the work on error analysis was carried out within the context of the classroom. The goal was clearly one of pedafogical remediation, there are a number of steps taken in conducting an error analysis.

1. Data need to be collected. Although this typically done with written data, oral data can also serve as a base

2. Identify errors. What is the error (e.g) Incorrect sequence of tenses, wrong verb form, singular verb form with plural subject).

3. Classifying errors. Is it an error of agreement? Is it an error in irregular verbs?

4. Quantify errors. How many errors of agreement occur? How many irregular verb form errors occur?

5. Analysis of source.

6. Remediation. Based on the kind and frequency of an error type, pedagogical intervention is carried out

13

Analyzing of students’ error, it has some goals why someone conducted it. According to S.N Sridhar:

The goals of traditional error analysis were purely pragmatic error analysis was conceived and performed for its ‘feedback’ value in designing pedagogical materials and strategies. It was believed that error analysis by identifying the areas of difficulty or the learners, could help in (i)determining the sequence of presentation of target items in textbook and classroom with the difficult items following the easier ones; (iii) deciding the relative degree of emphasis, explanation and practice required in putting across various items in the target language; (iii) devising remedial lessons and exercises; and finally, (iv) selecting items for testing the learner’s proficiency. The ‘applied’ emphasis in this approach to error is obvious.14

13

Susan M,Gass and Larry Selinker, Second Language Acquisition, (Mahwah, New

jersey : Lawrence Erlbaum Associates, Publisher 2001, p.79 14

Jacek Fisiak, Contrastive Linguistic and the Language Teacher, (oxford :Pergamon

Dullay says that the purposes of studying learners’ error are: (1) it provides data from which inferences about the nature of the language learning process can be made. (2) it indicates to teacher and curriculum developers which part of the target language students have difficulty to communicate effectively.15

The last step in the process of analyzing the learner’s error is determining the source of error .Brown proposed the source of error, they are: The last step in the process of analyzing the learner’s error is determining the source of error .Brown proposed the source of error, they are:

a. Interlingual Transfer

Interlingual transfer is a significant source of error for all learners. The beginning stages of learning a second language are especially vunerable to interlingual transfer from the native language, or interference. In these early stages, before the system of second language is familiar, the native language is the only previous linguistic system upon which the learner can draw.

b. Intralingual Transfer

Intralingual transfer (within learning a second language) ia a major factor in second language learning. Researchers have found that the early stages of language learning are characterized by a predominance of interference (interlingual transfer), but once learner have begun to acquire parts of the new system, more and more intralingual transfer- generalization within the target language - is manifested. As learners progress in the second language, their previous experience and their existing

Context of Learning

In a classroom context, the teacher or textbook can lead the learner to make faulty hypothesis about the language. Students often make errors because of misleading explanation of the teacher, faulty presentation of a structure or word in a textbook, or even because

15

of a pattern that was rottenly memorized in a drill but improperly contextualized.

c. Communication Strategies

Communications strategies were defined are related to learning style. Learners obviously use production strategies in order to enhance getting their messages across, but at times these techniques can make themselves become a source of error.

While, Jack C. Richard (in Richard 1974) proposed the source of error differently – such as overgeneralization, ignorance of rule restrictions, incomplete application of rules, false concepts hypothesized. However, he claimed that all the source of errors is connected with learning strategies and teaching material- may lead us to examine our teaching materials for evidence for the language learning assumptions that underlie them.

Error happened because of some causes. In order to prevent the students in making some errors, we can investigate the causes. Pit Corder says that there are three major causes of errors. Those are mother tongue interference, overgeneralizations and errors encouraged by teaching material or method.

a. Mother tongue interference

Although young children appear to be able to learn a foreign language quite easily and to reproduce new sounds very effectively, older learners experience considerable difficulty. The sound system (phonology) and the grammar of the first language impose themselves on the new language and this leads to a ‘foreign’ pronunciation, faulty grammatical patterns and occasionally, to the wrong choice of vocabulary.

b. Overgeneralization

Errors are inevitable because they reflect various stages in the language development of the learner. It claims that the learner processes new language data in his mind and produces rules for its production, based on the evidence.

c. Errors encouraged by teaching material or method

Errors appear to be induced by the teaching process itself that it has any positive contribution to make to the learning of any skill. Error is evidence of failure, of ineffective teaching or lack of control. If material is well chosen, graded and teaching presented with meticulous care.

There should never be any error. It is fairly easy to accept this in the early stages of language learning when controls are applied in the shape of substitution tables, conversion exercises of a mechanical nature and guided sentence patterns, but more difficult at later stages. However, it might be salutary for us to bear in mind the possibility of some of our students’ error being due to our own teaching. Unfortunately, these errors are much more difficult to classify.16

Learners of foreign language made errors or mistakes. Mistakes must be distinguished from errors because both of them are different. It is really important to know the distinctions between them because some teachers don’t know the differences between errors and mistakes. It will be useful to distinguish between error and mistakes.

Jacek Fisiak distinguished between error and mistake as follows: “Mistakes are deviations due to performance factors such as memory limitations (e.g. mistakes in the sequence of tenses and agreement in long sentences), spelling pronunciations, fatigue, emotional strain, etc. Errors, on the other hand, are systematic consistent deviances characteristic of the learner’s linguistic system a given stage of learning.17

Furthermore, H. Douglas brown explains that;

A mistake refers to performance error that is either a random guess or a “slip” in that it is a failure to utilize a known system correctly. All people make mistakes, in both native and second language situation. While error

16

Peter Hubbard, et al., A Training Course for TEFL, (New York: Oxford University

Press, 1983), p. 140-143. 17

Jacek Fisiak, Constructive Linguistics and the Language Teacher, (New York:

is a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner and an error that reveals of a portion of the learner’s competence in the target language.18

In line with Douglas explanation above, John Norrish stated that;

Error is a systematic deviation, when a learner has not learnt something and consistently ‘gets it wrong’. As mentioned above, a child acquiring his own language sometimes consistently makes the same error. In the same way, when a learner of English as second of foreign language makes an error systematically, it happened because he has not learnt the correct form. Meanwhile, mistake is the inconsistent deviation. Sometimes the learners ‘get it right’ but sometimes he makes a mistake and uses the wrong from.19

Corder made a distinction between a mistake and an error. Whereas a mistake is a random performance slip caused by fatigue, excitement, etc., and therefore can be readily self-corrected, an error is systematic deviation made by learners who have not yet mastered the rules of the L2. A learner cannot self-corrected an error because it is a product reflective of his or her current stage of L2 development, or underlying competence.20

James says as quoted from H. Douglas Brown that an error cannot be self-corrected, while mistakes can be self corrected if the deviation is pointed out to the speaker. The learner’s capacity for self-correction is objectively observable only if the learner actually self corrects.21

From the explanation above the writer concludes that error is deviations made by the learners systematically and consistently which showed the language

18

Brown, Principle of Language Learning and Teaching (New Jersey: Prentice hall,

Inc,1987), p. 205.. 19

John Norrish, Language Learners and Their Errors, (London: The Macmillan Press

Limited, 1983), p. 7-8. 20

Diane Larsen-Freemen and Michael H. Long, An Introduction to Second Language

Acquisition Research, (England : Longman,1991), p.59 21

Brown, Principle of Language Learning and Teaching (New Jersey: Prentice hall,

competence of learners. Meanwhile, the mistake is deviations made by learners unsystematically and it happened just in the performance.

B. ENGLISH WRITING

People learn a foreign language to communicate with others, to understand them, to talk to them, to read what they have written and write to them. In writing, people learn how to communicate when the other person is not around them, listening to the words they said, and looking at the gesture and facial expressions.

Writing is the language used to express and to communicate with others. It must be difficult without practicing regularly. Writing is very complex and difficult to teach. As J.B Heaton stated that:

“The writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgment element”22. Meanwhile Kent stated in his book : “ Writing is expression and that successful expression is dependent upon the continuity and clarity of the thought23

Writing is much more than an orthographic symbolization of speech to writing curriculum devices exercise, while necessitate intense concentration”24

Based on three definitions above writing is the act for expressing the idea by words that is very complex and difficult because it required thinking and some aspects to be integrated.

English is known as lingua franca25 that means “vehicular language”. Vehicular language is a language goes beyond the boundaries of it original

22

J.B Heaton, Writing English Language Test: Longman Hanbook for Language Teacher (New York: Longman: 1975)P.135

23

Sherman Kent, Writing History, (New Yorkc:Appleton Century Crofts, 1941) second

edition,p.56 24

Allen and Campbell, Teaching English as A Second Language,(New Delhi: Mc Graw

Hill,1979)p.200 25

Jeremy Harmer, The practice of English Language Teaching third edition, (Cambridge:

community and used as a second language for communication between communities. The opposite meaning of vehicular language is “vernacular language” means a language used as native language in a single community. Further English is commonly learnt by people from around the world that it can be considered as both vehicular and vernacular language. As English called as vehicular and vernacular language, it is easy to understand the reason why English become a dominant international language in present communication, science, business, aviation, entertainment, radio and diplomacy, the growing economic and culture influence of united state after world war II also become a factor which has significantly accelerated the spread of English. Therefore, it can be a reason why today English is being taught to over one billion people throughout the world as their second language to make communication each other. The importance of learning English for the purpose described above is closely related to the methodology of its teaching which plays an important role to stimulate students learning English. Methodology in English teaching also becomes a media for teacher to investigate proper ways in activating and energizing student’s behaviour that channelled toward learning English.

Brumfit defined English as an International language in that It is the most widespread medium of international communication both because of the number and the geographical spread of its speakers, and because of the large of number of non native speakers who use it for part at least of their international contact26. It requires at least three conditions to learn the letter:

a. There must be extensive exposure (some would say system exposure) to the target language.

b. There must be extensive opportunity use the language so far acquired as creatively as possible through reading, writing, conversation, listening activities whichever are most appropriate to particular learners.

c. Students must be motivated to benefit from (a), (b).

26

C.J. Brumfit. English for International Communication, (England : Pergamon Press

From the three definitions above we can say that English is foreign language that is learned by the student of junior high school, senior high school, and university.

British and American English Spelling

Writing is a complex process even in the first language. It is even more complicated to write in a foreign language. Many studies indicate that, for beginning EFL students, there tends to be interference from their first language in the process of writing in English. A better understanding of the L1 influence in the process of EFL writing will help teachers know students' difficulties in learning English. It will also aid in the adoption of appropriate teaching strategies to help beginning EFL students learning English.

Writing (and therefore spelling) is a representation of the spoken word. The spoken word is not a representation of writing. Because accents and pronunciation can change easily and quite quickly, whereas what is written in books and dictionaries remains "fixed" for years, as well as for various historical reasons, there is often little correspondence between spoken English (pronunciation) and written English (spelling). English spelling therefore often appears to be totally illogical. The following rules can help you to decode the mysteries of English spelling, but remember, even the best rules have their exceptions.

• Adding -er/-est

quick, quicker, quickest, happy, happier, happiest, hot, hotter, hottest...

• Adding -ing/-ed

work, working, worked, stop, stopping, stopped...

• Adding -ly

loud, loudly, happy, happily, terrible, terribly...

• Adding -s

• -ible or -able

accessible, visible, dependable, networkable...

• -ie- or

-ei-friend, fiend, feint, freight...

British English and American English

colour, color, practise, practice, tyre, tire...

Table 2.2

Here are the principal differences in spelling between British English and American English.

British English

American English Final –l is always doubled after one vowel in

stressed and unstressed syllables in British English but usually only in stressed syllables in American English, for example:

rebel > rebelled travel > travelled

rebel > rebelled travel > traveled

Some words end in -tre in British English and -ter in American English, for example:

centre theatre

center theater

Some words end in -ogue in British English and -og in American English, for example:

analogue catalogue

analog catalog

Some words end in -our in British English and -or in American English, for example:

colour labour

color labor

Some verbs end in -ize or -ise in British English but only in -ize in American English, for example:

realise, realize harmonise, harmonize realize harmonize Common Differences

British English American English

all right all right, alright (disputed)

Analyse Analyze

Centre Center

Cheque Check

Colour color

Counselor Counselor criticise, criticize Criticize

Defence Defense

Doughnut Donut

Favour Favor

Fibre Fiber

Flavor Flavor

Fulfil Fulfill

Grey gray

Honour honor

Humour humor

Jewellery jewellery, jewelry

judgement, judgment judgment

Kerb curb

Labour labor

license, licence (verb) licence (noun)

license (verb) license (noun)

Litre liter

Metre meter

Mould mold

Neighbour neighbor

Offence offense

practise (verb) practice (noun)

practice (verb) practice (noun)

Pretence pretense

Programme program

Pyjamas pajamas

realise, realize realize

Savour savor

Theatre theater travelled

traveling

travelled, traveled travelling, traveling

Tyre tire

Valour valor

Table 2.3

Summary of Punctuation Marks

Punctuation Mark Name Example

full stop or

period I like English.

comma I speak English, French and Thai.

semi-colon

I don't often go swimming; I prefer to play tennis.

colon

You have two choices: finish the work today or lose the contract.

hyphen This is a rather out-of-date book.

dash

In each townóLondon, Paris and Romeówe stayed in youth hostels.

question

mark Where is Shangri-La?

exclamation

mark "Help!" she cried. "I'm drowning!"

slash, forward slash or oblique

Please press your browser's Refresh/Reload button.

backslash C:\Users\Files\jse.doc

double quotation

marks "I love you," she said.

single quotation marks

'I love you,' she said.

apostrophe This is John's car.

Underline Have you read War and Peace?

Underscore bin_lad@cia.gov round

brackets

I went to Bangkok (my favorite city) and stayed there for two weeks.

Square brackets

The newspaper reported that the hostages [most of them French] had been released. Curly

brackets or braces

{ b := a + 1 RESULTIS b }

Ellipsis

One happy customer wrote: "This is the best program...that I have ever seen."

From explanation above we can conclude that English writing is act or art of forming letters and characters that is very complex and difficult because requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgment element.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used in this study. It comprises of the research design, method of study, time and location of the research, subject of the research, instrument of research, technique of data collecting, and technique of data analysis.

A. Research Design

In writing this paper, the writer uses descriptive qualitative design and uses procedural of error analysis itself, the data for materials are collected from library research and field research. Many books have been read to support the library research, while correlate with the ideas, theories and views in the discussion in order to observe them as a source information.

Field research, the data is collected from the interview the teacher of English subject and observation in one class only, and to obtain the data, the writer takes data from writing composition assignment that collected from the students.

B. Time and Location of the Research

This research was carried out from September 18,2008. Before collecting data, the writer observed the class of the 9th year students of SMP Islam Al-Ikhlas Cipete ,Jakarta Selatan, and to get real data the writer collected the composition in writing assignment, after data collected the writer began to analyze them.

C. Subject of the Research

In this research, the writer took the population from the 9th year students of SMP Islam Al-Ikhlas Cipete ,Jakarta Selatan Academic Year 2008/2009. The whole population of the third year class is about 118 regular students, which is divided into 4 classes.

The write chose 3A class consisting of 30 students. Then, the sample is 27 students, because 3 students did not attend the class.

D. Instrument of Research

To collect the data of this research, the writer gives the handout of writing to the 9th year students of SMP Islam Al-Ikhlas. The students are asked to write English composition of writing in a piece of paper under certain topic, so that the result has similarity but also the different case of error.

E. Technique of Data Collecting

The techniques of collecting data used in research are: a. Documentation

This instrument is needed to obtain the data from English teacher such as students’ names and students’ English scores.

b. Test

The test consist of 6 items that should be answered by the students in English writing, the material of writing is based on English syllabus for 9th year student of Junior high school. The form of the test can be seen in the appendixes.

F. Technique of Data Analysis

To find out what kind of errors that commonly made by the 9th year students of SMP Islam Al-Ikhlas Cipete in writing?, The writer uses some steps there are:

1. First, the writer had a meeting with the headmaster

2. Second, getting some information from the English teacher such as the ability of the student’s writing skill, the material have been given and English lesson schedule

3. Preparing writing task and arranging the time for doing the writing task

4. Doing the task in the classroom, the students make short composition about their unforgettable experience

5. Collecting the data, the writer asks the students to make English composition about their unforgettable experience in a piece of paper given (see appendixes).

6. Identification of error by classifying the errors using Betty Azhar’s categories of errors.

7. Description of error

8. Explanation of Error, the writer give the explanation about the error categories and explain the number of error that student made in their writing compositions

CHAPTER IV

RESEARCH FINDINGS

This chapter presents and discusses about research findings which is consist of: Analysis of the data, description of the data and interpretation of the data.

A. Analysis of the Data

In this chapter the writer described the commonly errors that usually made by the 9th year students of SMP Islam Al Ikhlas Cipete in their English writing, the error can be classified into 13 errors, they are word choice, word order, word form, verb tense (tenses), plural singular, omit a word, add a word, spelling, punctuation, capitalization, article, meaning not clear, incomplete sentence and run on sentence.

After the writer analyzes the errors, then she counts the errors by using the table, interpreting the data is done after processing the result. To obtain the data for this research the writer take the data from students’ writing assignment in composition of writing. There were 27 students.

Table 4.1 Errors of Student 1

No. Identification Classification Transformation

1. Beautiful the Kuta

beach_

Word order Punctuation

The beautiful Kuta beach.

2. I’m and my family went to the Dewata Island.

Tenses I and my family went to the Dewata Island.

3. My place it is in a hotel Nusa Dua

Word choice We stayed in Nusa Dua hotel

4. We went to visited in the amazed place, is the Kuta beach, Denpasar City…..

Omit a word Plural Omit a word

We visited the amazed

places, _Kuta Beach,

Denpasar City…..

5. We went bought a Omit a word We bought a souvenir in the

souvenir in the shop at Denpasar.

shop at Denpasar.

6. I’m visited to Kuta beach and watched sunrise with my family.

Tenses Omit a word

I visited Kuta beach and watched sunrise with my family.

7. We are very enjoyed in the beach.

Tenses Word choice

We were very enjoyed at the beach.

8. its very beatiful ^ interested place.

Capitalization Spelling

Tenses

Its very beautiful and interesting place.

9. We back to the home by air plant.

Word choice Spelling

We went home by airplane.

Table 4.2 Errors of Student 2

No. Identification Classification Transformation

1. I thougt it was safe, but suddenly there was a motorbike coming from the other road.

Spelling Word choice

I thought it was safe, but suddenly there was a motorbike coming from the other side.

2. I hit the brake but still the bike didn’t stop.

Word order I hit the brake but the bike still didn’t stop.

3. I crash into the

motorcycle and fall off the bike.

Tenses I crashed into the

motorcycle and fall off the bike.

4. a man with the

motorcycle help me ^ get up.

Tenses Add a word

a man with the motorcycle helped me to get up.

5. I thought my wrist is broken.

Tenses I thought my wrist was

broken.

6. I couldn’t move my arm Omit a word I couldn’t move my arm

almost a month and a half.

almost a month and half.

7. The doctor cover my arm with a “gips”.

Tenses The doctor covered my arm with a “gips”.

8. I’m starting very careful to ride a bike or any other vehicle.

Tenses Plural

I was starting very careful to ride a bike or any other vehicles.

Table 4.3 Errors of Student 3

No. Identification Classification Transformation

1. I went to Korea with my team there are 16 girls, 1 teacher, and 7 adults.

Tenses I went to Korea with my team there were 16 girls, 1 teacher, and 7 adults.

2. At there we lived at Hyundai hotel, it is very nice and cozy.

Tenses At there we lived at Hyundai hotel, it was very nice and cozy.

3. Everyday we woke up at 7 or 8 o’clock than we ^ breakfast together.

Add a word Everyday we woke up at 7 or 8 o’clock than we had breakfast together.

4. After that we make a line for take a bath.

Tenses After that we made a line for taking a bath.

5. After all we prepare, all the stuff for dance and ^make up our face.

Tenses Plural Add a word

After all we prepared, all the stuffs for dance and did make up our face.

6. At the perform place we’re very nervous, but we can perform a wonderful dance.

Tenses At the perform place we’re very nervous, but we could perform a wonderful dance.

7. After that we ^dinner and go to the hotel.

Add a word, Word choice

After that we had dinner and went back to the hotel.

8. I usually go to business centre with my friend for^ online and chat with my other friends in indonesia.

Tenses Add a word,

Tenses, Capitalization

I usually went to business centre with my friend for having online and chatting with my other friends in Indonesia.

9. We do it everyday. Tenses We did it everyday.

10. And it is very

unforgettable and fun.

Tenses And it was very

unforgettable and fun.

Table 4.4 Errors of Student 4

No. Identification Classification Transformation

1. It was at saturday night. Omit a word, Capitalization

It was Saturday night.

2. I think we all ^looked pretty.

Tenses Add a word

I thought we all were looked pretty.

Table 4.5 Errors of Student 5

No. Identification Classification Transformation

1. 27th July is my birthday and now I’m 14.

Tenses 27th July was my birthday and now I’m 14.

2. …when I ^ on the way to citos some one called me…

Tenses Capitalization

when I was on the way to Citos some one called me…

3. …he said happy birthday for me.

Word choice …he said happy birthday to me.

4. I’m so speechless, shock and aaah my heart beat is so fast.

Tenses Omit a word

I was so speechless, shock and aaah my heart beat so fast.

5. Nino RAN is called me to said happ birthday.

Omit a word Spelling

Nino RAN called me to said happy birthday.

6. My feeling when I remember that day are shy.

Word order When I remember that day I felt shy.

7. Thak you god for make

my 14 birthday

unforgettable.

Spelling Capitalization

Tenses

Thank you God for making

my 14 birthday

unforgettable.

Table 4.6 Errors of Student 6

No. Identification Classification Transformation

1. In korea I went to

traditional market

namdaimun, big

mountain and may store.

Capitalization Plural

In Korea I went to

traditional market

Namdaimun, big mountain and may stores.

2. I slept in my cousin apartmen.

Add a word Spelling

I slept in my cousin’s apartment.

3. They had many snow Word choice They had much snow

4. I can’t forget that moment.

Tenses I couldn’t forget that

moment.

Table 4.7 Errors of Student 7

No. Identification Classification Transformation

1. My unforgettable

Experience is when I was one of the player ^ basket ball tim ^ DKI Jakarta.

Add a word Spelling

My unforgettable

Experience is when I was one of the player in basket ball team from DKI Jakarta. 2. First I got the exercise at

the Ragunan with my basket ball tim at August.

Spelling First I got the exercise at the Ragunan with my basket ball team at August.

3. My tim is Astrid she is school in Labschool Kebayoran.

Spelling Word order

My team is Astrid she is from Labschool Kebayoran.

4. Svetlana, Tiara, Tia there are school in 19 Junior high school.

Spelling Word choice

Svetlana, Tiara, Tia they are from 19 Junior high school.

5. Dita_she is school in budaya.

Punctuation Word choice

Dita, she is from Budaya.

6. I must did the competion. Word choice Spelling

I started the competition.

7. I feel nervous because

my tim had the

competion with all of tim at Indonesia.

Tenses Spelling Spelling Spelling

I felt nervous because my team had the competition with all of team at Indonesia.

8. …when all my

competion over.

Spelling …when all my competition over.

9. …my tim got the first place in competion.

Spelling Spelling

…my team got the first position in competition.

Table 4.8 Errors of Student 8

No. Identification Classification Transformation

1. When I was 8 years old, I and^went to bali for holiday.

Add a word Capitalization

When I was 8 years old, I and my family went to bali for holiday.

3. It’s my first time went to bali.

Tenses Capitalization

It was my first time went to Bali.

4. I spend the night in hotel Paradise at Kuta Bali.

Tenses Word order

I spent the night in Paradise hotel at Kuta Bali.

5. I went the for 3 days . Spelling I went there for 3 days.

6. at Sunday afternoon. Word choice on Sunday afternoon.

7. I arrived at denpasar bali. Capitalization I arrived at Denpasar Bali 8. After I arrived at bali. Word choice

Capitalization

After I arrived in Bali.

9. I feel happy and walk around Kuta with my family.

Tenses Tenses

I felt happy and walked around, with my family

10. After walked around I ^ dinner with my family at Kuta.

Tenses Add a word

After walking around I had dinner with my family at Kuta.

11. …my father swim at Kuta beach.

Tenses My father swam at Kuta

beach. 12. After ^ breakfast my

mother wanted to ^ shopping at Seminyak…

Add a word Add a word

After having breakfast my

mother wanted to go

shopping at Seminyak…

13. …we go there by walked Tenses

Tenses

…we went there by walking

14. At Tuesday afternoon, I went to airport to go home

Word choice On Tuesday afternoon, I went to airport to go home

15. And I went to airport and guest what^

Punctuation And I went to airport and guest what?

16. …the plane was take off Word choice The plane was already departed

17. I feel very

dissepointed…

Tenses Spelling

I felt very disappointed…

18. I was very bored when waited the plane I just walked around the airport

Tenses I was very bored when

waiting the plane I just walked around the airport 19. I feel so disepointed and

asame when remember that situation

Spelling Spelling

I feel so disappointed and ashamed when remember that situation

Table 4.9 Errors of Student 9

No. Identification Classification Transformation

1. When I was 13 years old, I birthday, my birthday yang ke 13.

Word choice When I was 13 years old, I had my 13th birthday.

2. I accept gift X BOX 360. Word choice Punctuation

I received gift, X BOX 360.

3. I’m very happy, my birthday celebrate at home.

Tenses Word choice

I was very happy, I celebrate my birthday at home.

4. ^big family came to my

house, ^ date^ my

birthday ^5 april.

Add a word Add a word Add a word Add a word Capitalization

My big family came to my house, the date of my birthday is 5 April.

5. …at home situation

crodite because my big

family come to my

house.

Spelling Tenses

…at home situation was crowded because my big family come to my house.

6. My feeling is very2x happy, why?...

Word choice I felt happy

7. …because my birthday celebrate in my at home.

Tenses Omit a word

…because my birthday was celebrated at home.

8. …and I accept gift game X BOX 360.

Word choice …and received gift game X BOX 360.

9. I miss my birthday yang ke 13 in my home.

Tenses I missed my 13 birthday.

10 Me and my cousin played X BOX 360.

Word choice I and my cousin played X BOX 360.

11. I played game football, Word order I played football game, and I

and the winner is me. Tenses was the winner. 12. I very2x happy because I

winner from my cousin

Tenses Tenses Word choice

I was very happy because I won the game

13. next day I went to Plaza indonesia. I bought futsal shoes, the price is Rp. 600.000 , I bought futsal shoes because…

Capitalization Tenses Punctuation

Next day I went to Plaza Indonesia. I bought futsal shoes, the price was Rp. 600.000. I bought futsal shoes because…

14 I very happy because team Alix winner in

match against to

SMP111.

Tenses Word order Word choice

I was very happy because Alix team won in match against to SMP111.

15. Alix winner 8-0 and I go went to home.

Word choice Omit a word

Alix won 8-0 and I went to home.

16 My birthday is

experience.

Tenses , Word choice

My birthday was so

meaningful.

Table 4.10 Errors of Student 10

No. Identification Classification Transformation

1. Me and other my friends met at Citos.

Word choice I and other my friends met at Citos.

2. There was me,

Adly,Audry, Ninet,Aca, Pras, Reygi and Yudhis.

Tenses Word choice

There were I, Adly,Audry, Ninet, Aca, Pras, Reygi and Yudhis.

3. …then we started ^

make jokes.

Add a word …then we started to make jokes.

4. Then about 8 or 9

o’clock, we played fireworks, watch TV…

Tenses Then about 8 or 9 o’clock, we played fireworks, watched TV…

5. We’re very tired after play.

Tenses We’re very tired after playing.

6. because there was

raining

Word form because there was rainy.

7. The other people just played along again

Word choice The other people just continued playing again

8. When everybody feel

tired, many people started to sleep…

Tenses Plural

When everybody felt tired, many peoples started to sleep…

9. …then we call it ’shift 1’ , but I’m not in that shift

Tenses Tenses

…then we called it ’shift 1’ , but I wasn’t in that shift

10. I’m shift 2, shift 2 was me, didi, dinta, mody, tari, Aca, Wira, Reygi.

Tenses, Capitalization

I was in the second shift, shift 2 was me, Didi, Dinta, Mody, Tari, Aca, Wira, Reygi.

11. There was many other story

Tenses Plural

There were many other stories

12. I felt very happy and miss that situation.

Tense I felt very happy and

missed that situation.

Table 4.11 Errors of Student 11

No. Identification Classification Transformation

1. When I was in five grade. on Sunday I was cycling…

Word choice Capitalization

When I was in fifth grade. On Sunday I was cycling…

2. Cycling with my brother in the street

Word choice Cycling with my brother on the street

3. ^ was hit my motorcycle Omit a word I was hit my motorcycle

4. the motorcycle throw Tenses the motorcycle thrown away

down to the river.. Word choice to the river 5. …the driver is save I is

not injury too

Tenses Tenses

…the driver was saved I wasn’t injured too

6. I’m remember that

situation because is the first time…

Word choice I remember that situation because is the first time…

7. …I was feel fly with my bicycle

Tenses …I felt like I was flying with my bicycle

8. But my brother is not hit by ^ motorcycle, he was fine but the biker ^ angry with me.

Tenses, Add a word

Tenses Word choice

But my brother was not hit by that motorcycle, he was fine but the biker was angry to me.

9. I don’t like him. Tenses I didn’t like him

10. Because his fault why he must dispoint me

Word order Because it was his fault, not me

11. after that I went to home and play Playstation

Capitalization Omit a word

Tenses

After that I went home and played Playstation

12. …after that I don’t like cycling ^

Tenses Word choice

…after that I didn’t like cycling anymore

13. …my home in the

kompleks it’s more save to go cycling

Word choice …my house is saver for cycling

Table 4.12 Errors of Student 12

No. Identification Classification Transformation

1. I playing with my cousin. Tenses I played with my cousin. 2. I’m feel shy because my

cousin ^laughing at me

Tenses Add a word Word choice

I felt shy because my cousin was laughing on me.

3. I went back Word choice I come back.

4. And in second day Omit a word In second day.

5. I ^just playing in^ house alone

Add a word Add a word

I was just playing in the house alone

6. I’m still remember that experience

Omit a word I still remember that experience.

Table 4.13 Errors of Student 13

No. Identification Classification Transformation

1. I went to bali at 10 November 2005, and I went to bali with my father, mother…

Capitalization Capitalization

I went to Bali at 10 November 2005, and I went to Bali with my father, mother…

2. Next, back to kute beach at night .

Capitalization Next, back to Kute beach at night .

3. In the kute beach is so verry crawded place but it is so interesththink

Capitalization Tenses Spelling Spelling

In the Kute beach is so very crowded place but it is so interesting

4. Next day, I walked around in the bali to buy the souvenier.

Tenses Capitalization

Next day, I walking around in the Bali to buy the souvenier.

5. The souveniers in the bali are verry cheap.

Capitalization Tenses Spelling

The souveniers in the Bali were very cheap.

6. Next day I went to kuta beach in the kuta beach I played surving.

Capitalization Capitalization

Spelling

Next day I went to Kuta beach in the Kuta beach I played surfing.

7. I played surving with my fathe and my Brother.

Spelling Spelling

I played surfing with my father and my Brother.

Table 4.14 Errors of Student 14

No. Identification Classification Transformation

1. I went to bali with my father

Capitalization I went to Bali with my father

2. I went to there with airplane

Omit a word Word choice

I went there by airplane

3. There, I played surf, after played surfing..

Omit a word There, I played surf, after surfing..

4. The place is cool and wonderful.

Tenses The place was cool and

wonderful. 5. Next I went back to Kuta

at night__

punctuation Next I went back to Kuta at night.

6. …in Kute is so crawdied Tenses

Spelling

…in Kute was so crowded.

7. …but ^ is so intresthing Add a word Tenses Spelling

…but it was so interesting

8. …but I want to go ^ with my friends

Add a word …but I want to go there with my friends

Table 4.15 Errors of Student 15

No. Identification Classification Transformation

1. On Saturday 12 July Word order On Saturday 12 July

2. When arfi say “I want you to be the girl of mine, do you want?”

Capitalization Tenses Word choice

When Arfi said “Would you like to be my girl?”

3. Well I don’t know how I feel when he say that

Tenses Well I didn’t know how I felt when he say that

4. …but I’m very happy Spelling …but I’m very happy and

and automaticly I say “ yes I want_

Tenses punctuation

automatically I said “ yes I want”

5. I’m alone I feel nervous when I meet him in there

Tenses Tenses Tenses Omit a word

I was alone I felt nervous when I met him there

6. If I remember that situation I feel I want laughing

Tenses Tenses Tenses

If I remembered that situation I felt I want to laugh

7. Now his my boyfriend Word choice Now he is my boyfriend

8. Our relationship is now ^2 months long

Add a word Our relationship is now getting 2 months long 9. He is school in SMP

Bhakti Mulya 400

Word choice His school is in SMP Bhakti Mulya 400

10. He is in the 9th grader Word choice He is in the 9th grade 11. I have a junior who

looks really like him

Word order I have a junior who really looks like him

Table 4.16 Errors of Student 16

No. Identification Classification Transformation

1. On 16 February 2005 Word order On February 16th

2. I feel very happy because when I was lonely ….and I feel very happy

Tenses Tenses

I felt very happy because when I was lonely ….and I felt very happy

3. Everyday I played guitar Tenses Everyday I play guitar 4. One day me and my

family go to my cousin’s birthday…

Word choice Tenses

One day I and my family

went to my cousin’s

birthday… 5. …my cousin told me to

played a guitar ^ first

Add a word Word choice

…my cousin told me to played a guitar at the first

time, I feel not so good… time, I felt that I didn’t play good…

6. …but now I ^ good played guitar because I work hard to be a nice guitarist

Add a word Word choice

…but now I am a good guitarist because I work hard to be a nice guitarist

7. I was proud for my work hard to be a nice guitarist

Word choice Word order

I was proud of my hard work to be a nice guitarist

Table 4.17 Errors of Student 17

No. Identification Classification Transformation

1. When I was nine years old me and my brother go to bali.

Word choice Tenses Capitalization

When I was nine years old I and my brother went to Bali.

2. in there I met with budi Sudarsono

Omit a word Omit a word Capitalization

There I met Budi

Sudarsono.

3. I went to bali for visited

my grandfather and

grandmother.

Capitalization Tenses

I went to Bali for visiting

my grandfather and

grandmother

4. We in bali for a week Capitalization We in Bali for a week 5. that is my unforgattable

experience.

Capitalization Tenses

That was my unforgettable experience.

Table 4.18 Errors of Student 18

No. Identification Classification Transformation

1. I and my friends ^ playing music in the studio band.

Add a word I and my friends ^ playing music in the studio band.

2. The situation is mass Word choice The situation was mass 3. …but I and all my

friends is happy.

Tenses …but I and all my friends were happy.

4. I play some music dead metal, rock, pop , I ^ as vocals.

Tenses, Word order Add a word,

Word form

I played some dead metal, rock, pop music , I was as vocalist.

5. I sing with music lyrics. Tenses Omit a word

I sang with lyrics.

6. but I don’t really know a lyrics without ^ music lyrics.

Tenses Add a word Omit a word

but I didn’t really know a lyrics without the music .

7. I play a music in FIMAX studio

Tenses I play a music in FIMAX studio

8. I went there by walked Tenses I went there by walked

9. Because my home and the studio it near

Word choice Tenses

Because my house and the studio it was near

10. I play for three hours Tenses I played for three hours

11. I ^ very tired and I miss that.

Add a word Tenses

I was very tired and I missed that.

Table 4.19 Errors of Student 19

No. Identification Classification Transformation

1. My unforgettable

experience is when I was 5 years old

Tenses Omit a word

My unforgettable experience when I was 5 years old

2. When I ^ 5 years old, I fall from mango tree

Tenses When I was 5 years old, I fall from mango tree

…but luckily I droped at a garbage can

Spelling …but luckily I dropped at a garbage can

3. So I didn’t fell ang pain Spelling So I didn’t feeling pain 4. But all my bag ^ smell so

stinky

Add a word Tenses

But all my bag was smelled so stinky

5. When my mother go out and see what happen

Tenses Tenses Word choice

When my mother went out and saw it

6. My mother was shock seeing my body unclean

Tenses Word choice

My mother was shocked seeing my body dirty

7. So my mother grab my ear and pull me into my bathroom then I take a bath

Tenses Tenses Tenses

So my mother grabbed my ear and pulled me into my bathroom then I took a bath

8. My mother told me to not to do it again and I say yes…

Omit a word Tenses

My mother told me not to do it again and I said yes…

Table 4.20 Errors of Student 20

No. Identification Classification Transformation

1. my unforgettable

experience was when the first time I’m falling in love.

Capitalization Tenses

My unforgettable experience was when the first time I was falling in love.

2. After my class is over I was ^ hurry to go home

Tenses Add a word

After my class was over I was in hurry to go home

3. ..after I was at home I change my uniform

Word choice Tenses

..after I arrived at home I changed my uniform

4. I went there to bought a present for my “first love”…

Tenses I went there to buy a present for my “first love”…

5. …because I’m get doubt Tenses …because I was get doubt

6 I bought 3 Cadbury chocolate for him

Plural I bought 3 Cadbury

chocolates for him 7. after I finish to bought a

present for him

Tenses after I finish to buy a present for him

8. I went home I put that chocolate in the refigator

Plural I went home I put those chocolates in the refrigerator 9. next morning I go to

school like normally

Capitalization Tenses Omit a word

Next morning I went to school normally

10. I put that chocolate in his school bag

Plural I put those chocolates in his school bag

11. …but I forget 1 chocolate was still at my bag

Tenses Word choice

…but I forgot 1 chocolate was still in my bag

12. That’s was one of the unforgettable experience for me.

Omit a word That was one of the

unforgettable experience for me.

Table 4.21 Errors of Student 21

No. Identification Classification Transformation

1. One day when I celebrate my birthday at Pondok Indah mall

Tenses One day when I celebrated my birthday at Pondok Indah mall

2. It’s not unforgetable. Spelling It’s not unforgettable.

3 I invite my best

friends,…

Tenses I invited my best friends,…

4. at my birthday I inviting my friends for watch movie and eat Wendy’s

Capitalization Tenses Tenses

At my birthday I invited my friends for watching movie and eating Wendy’s

5. Its not unforgettable because I’m not have surprised ^ from my friend

Tenses Add a word

Its not unforgettable because I didn’t have surprised things from my friend

6. …,but I’m so happy because its my 14th birthday.

Tenses …,but I was so happy

because its my 14th birthday.

7. My friend Bella give me a give

Tenses Spelling

My friend Bella gave me a gift

8. A give is a cute candles and I save bella’s give forever

Spelling Tenses Capitalization

Spelling

A gift is a cute candles and I saved Bella’s give forever

9. After I afford ceremony and afford drum band.

Tenses Tenses

After I afforded ceremony and afforded drum band.

10. after I afford drum band at music room my friends

play song “happy

birthday”

Tenses after I afforded drum band at music room my friends play song “happy birthday”

11. …and I ^ so so happy happy.

Add a word Omit a word

…and I was so happy

Table 4.22 Errors of Student 22

No. Identification Classification Transformation

1. On alix cup 24

November 2007 at my school…

Capitalization Word order

Alix Cup was held on November 24, 2007 at my school…

2. …I saw a handsome boy but I don’t know his name

Tenses …I saw a handsome boy but

I didn’t know his name

3. When he come to me he introduce his self

Tenses When he came to me he

introduce himself .

BIBLIOGRAPHY

Allen, Campbell, Teaching English as A Second Language,New Delhi: Mc Graw Hill,1979.

Allen, Edward David and Rebecca M. Vallete, Classroom Techniques: Foreign Language in English as a Second Language, New York: Harcourt Brace Jovanovich Inc., 1977.

Brown, H. Douglas, Principles of Language Learning & Teaching, New York: Addison Wesley Longman Inc., 2000.

Brumfit, C.J.. English for International Communication, (England : Pergamon Press Ltd, 1982)

Corder, S.P, Error Analysis and interlanguage, New York: Oxford University Press, 1981.

Dulay, Heidi, et.al., Language Two, New York: Oxford University Press, 1982. Ellis, Rod Classroom Second Language Development, Oxford : Pergamon Press Ellis, Rod, The Study of Second Language Acquisition, Oxford : Oxford

University Press, 1994

Fisiak, Jacek, Constructive Linguistics and the Language Teaching, New York: Oxford University Press, 1983.

Hanafi, Nurachman, Syntax, Mataram : Mataram University Press, 2003

Harmer, Jeremy, The practice of English Language Teaching third edition, Cambridge : Longman 2002

Heaton, J.B, Writing English Language Test: Longman Handbook for Language Teacher (New York: Longman: 1975)

Hedge, Tricia, Writing : Resources Books for Teacher, New York : Oxford University Press, 1988

House, Homer C, Descriptive English Grammar, Englewood Cliffs : prentice-Hall inc

Hubbard, Petter, et.al., Training Course for TEFL, New York: Oxford University Press, 1983.

Jesperson, Otto, Essentials of English Grammar, London : George Allen & unwin Ltd, 1933

Kent, Sherman, Writing History, New York :Appleton Century Crofts second edition, 1941

Larsen-Freemen, Diane and Michael H. Long, An Introduction to Second Language Acquisition Research, England : Longman,1991

Murcia, Marianne Celce, Teaching English as a Second or Foreign Language, Boston: Heinle & Heinle Publishers, 1991.

Murcia, Marianne Celce, Techniques in Teaching Grammar, Oxford : Oxford University Press. 1988

Norrish, John, Language Learners and their errors, London: The McMillan Press Limited, 1983.

Richard, Jack C, Error Analysis, Perspectives on Second Language Acquisition, 1973

Ur, Penny, A Course in Language Teaching, Cambridge: Great Britain, 1998. Ur, Penny, Grammar Practice Activities, Cambridge: Cambridge University

Press, 1988.

Vallette Rebecca M, Modern Language Testing, Boston : Harcourt Brace Javavonicch, 1977

en.wikipedia.org/wiki/Diction

1. Nama : Diajeng Ayu Kusumawati 2. Tempat, tanggal Lahir : Jakarta, 17 Oktober 1985

3. NIM : 204014003204

4. Jurusan / Prodi : Pendidikan Bahasa Inggris

5. Program : Strata 1

6. Judul Skripsi (Huruf Balok) : AN ANALYSIS ON STUDENTS’ ERROR IN ENGLISH WRITING AT THE 9th YEAR STUDENTS OF SMP ISLAM AL-IKHLAS CIPETE, JAKARTA SELATAN

7. Pembimbing : 1. Dr. Didik Santoso, M.Pd.

8. Penguji : 1. Drs. Syauki, M.Pd 2. Dra. Hidayati, M.Pd 9. Tanggal Lulus : 30 Juni 2009

10. Nomor Ijazah

(Diisi Oleh Bag. Akademik) : 11. Indeks Prestasi/Yudisium : 3,11 12. Jabatan dalam Organsiasi

Kemahasiswaan : -

13. Alamat Sekarang : Jl. H. Usman No.31 Rempoa-Ciputat, Rt.05/06 No.31, Tangerang, Banten 15412

(Lengkap dg No. Telpon/HP) : 02174706447 / 99970187 atau 0856-97787157 14. Alamat Rumah : Jl. H. Usman No.31 Rempoa-Ciputat, Rt.05/06

No.31, Tangerang, Banten 15412

(Lengkap dg No. Telpon/HP) : 02174706447 / 99970187 atau 0856-97787157

15. Nama Ayah : Kusmin

16. Pendidikan Terakhir Ayah : SMA

17. Pekerjaan Ayah : Pensiunan PNS

18. Nama Ibu : Yuliatun

19. Pendidikan Terakhir Ibu : SMP

20. Pekerjaan Ibu : Ibu Rumah Tangga

Jakarta, 11 September 2009

Calon Wisudawati

Catatan : (Diajeng Ayu

Diketik Ulang dan Dibuat 3 Rangkap

1. Lembar pertama untuk bag. Akademik UIN 2. Lembar Kedua untuk Fakultas

3. Lembar ketiga untuk Ybs.

Saya yang bertanda tangan di bawah ini:

Nama : Diajeng Ayu Kusumawati

Tempat/Tgl Lahir : 204014003204

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : AN ANALYSIS ON STUDENTS’ ERROR IN

ENGLISH WRITING AT THE 9th YEAR STUDENTS OF SMP ISLAM AL-IKHLAS CIPETE, JAKARTA SELATAN

Dosen Pembimbing : Dr. Didik Santoso M.Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqasah.

Jakarta, Juli 2009

Mahasiswa Ybs.

(Diajeng Ayu Kusumawati)

NIM: 204014003204

Nama : Diajeng Ayu Kusumawati Tempat/Tgl Lahir : 204014003204

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : AN ANALYSIS ON STUDENTS’ ERROR IN

ENGLISH WRITING AT THE 9th YEAR STUDENTS OF SMP ISLAM AL-IKHLAS CIPETE, JAKARTA SELATAN

Dosen : Dr. Didik Santoso, M.Pd Tanggal Ujian : 30 Juni 2009

No. Diserahkan Penerima Tanggal Paraf

1. Perpusatakaan Jurusan/Prodi 2. Perpustakaan Fakultas 3. Perpustakaan Utama

Jakarta 2009

An. Dekan

Kabag Tata Usaha

u.b. Kasubbag Akd & Kemahasiswaan

Drs. Rasi’in